The past and present economic and social problems and cause-effect relationships are major factors in the development of education at the community and junior college levels. Internal redesign of public junior colleges during the 1960's and early 1970's transformed them from liberal arts institutions into administratively flexible institutions offering a comprehensive array of services that stray considerably from the lock-step curricula of traditional educational institutions. The most astounding feature of the community college is that it evolved from catalytic forces in communities and not as a result of a community college act passed by Congress. Simultaneous with the emergence of the community college as an institution is the gaining impetus of vocational education and training, and community colleges and technical institutes have become the primary delivery vehicle for this type of education in most States. As we look at the developments of the past, we find the insights to serve as the basis to guide our speculation about the future. The third century without doubt will produce new demands on junior and community colleges. The cumulative effect of the demands will be that the researcher will be called upon to stray quite a bit from what is known as institutional research into what might be called community research. The extension of the community college out into the community serving new clients under new kinds of arrangements and performing new roles will require the research office to develop new skills and to take on new assignments. Continued success of junior and community colleges to a large degree will be contingent upon their capacity to respond to changing conditions and to demonstrate in measurable terms their effectiveness as community institutions and the validity of their programs and services. (WL)